Co-Teachers: Daniel Sharpsteen & Lance Roehlke Instructional Strategy: New American Lecture
TPA Approved Lesson Plan Template
Desired Results
Co-Teaching: List the co-teaching style you’ll be using and why you have chosen this co-teaching method. -Team Teaching/ Parallel teaching since it is best suited for a small group with equal level learners.
Learning Objective: Key Understanding(s) you intend students to obtain: -Ask and find answers to questions about ways in which science and technology affect our lives. -Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and societies in an interdependent world.
Assessment Evidence
What do you want your students to know? That though the railroad had many positive influences on American Homesteaders it was seen as detrimental to many Native Americans.
Learning Objective: Key Understanding(s) you intend students to obtain:
Group Accountability (Formative Evaluation) How will you check to see whether your class has met your learning objectives? Toward the end of the lesson students will either imagine they are a Native American or a Homesteader in the mid eighteen hundreds and write an example of a primary source where they will explain how the railroad affected them.
What do you want students to be able to do? To be able to evaluate new technology and to predict its effect on different aspects of life from different perspectives.
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective? -Pacific Railroad Act -Homestead Act
How will you teach this key vocabulary to enable students to meet the learning objective? Students will read the acts or parts of it. After, the students will explain their understanding of the source and its affects.
What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) How did the Homestead act and the Pacific Railroad act affect both homesteaders and Native Americans?
Method/Strategy (What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
Mr. Roehlke and I will begin the class by explaining how one group will represent a Native American perspective while the other will be displaying the perspective of the homesteaders. We will then explain that each student will know how the sources provided affected different groups in different ways.
2-3 min.
The sources will then be passed out to their perspective groups. The Homestead Act will be given to the five students representing the homesteaders. The Pacific Railroad Act will be given to the four students representing the Native Americans. The students will then be asked to read the sources. While the students read Mr. Roehlke and I will prep the board for the discussion to follow.
5 min.
After students are done reading they will be asked what they inferred from the sources. “What is the main point/big picture?” “Which part, or parts, shows evidence for what you believe it is saying?” “Can you put it into your own words?” “Do you understand what it is saying?”
3 min.
Mr. Roehlke and I will ask the students to explain how these acts would affect their specific group.
5 min.
Transition into lecture on primary sources. Ask students what kind of source the Homestead and Pacific Railroad act is. “Why is it considered a primary source?” “What are other examples of primary sources?”
2-3 min.
Split the already existing two groups (homesteaders and Native Americans) in half and have the four groups write their own example of a primary source.
4-5 min.
Have the students quickly explain or recite what they have written for their primary source example.
3 min.
Wrap up the class by explaining what we have learned. “Technology, and the acting brought on by it, can be perceived in different ways by different social groups.”
Time: 30 min.
Co-Teachers: Daniel Sharpsteen & Lance Roehlke
Instructional Strategy: New American Lecture
TPA Approved Lesson Plan Template
-Team Teaching/ Parallel teaching since it is best suited for a small group with equal level learners.
-Ask and find answers to questions about ways in which science and technology affect our lives.
-Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and societies in an interdependent world.
That though the railroad had many positive influences on American Homesteaders it was seen as detrimental to many Native Americans.
How will you check to see whether your class has met your learning objectives?
Toward the end of the lesson students will either imagine they are a Native American or a Homesteader in the mid eighteen hundreds and write an example of a primary source where they will explain how the railroad affected them.
To be able to evaluate new technology and to predict its effect on different aspects of life from different perspectives.
-Pacific Railroad Act
-Homestead Act
Students will read the acts or parts of it. After, the students will explain their understanding of the source and its affects.
How did the Homestead act and the Pacific Railroad act affect both homesteaders and Native Americans?
-Homestead Act (1862)
-Pacific Railroad Act (1862)
Found at: http://www.pbs.org/weta/thewest/resources/archives/five/
(What will you do? What do you expect students to do? Include set induction and closing.)